Giving Up Control

This year has been eye-opening in terms of my development as a teacher. Is it the 7-year itch? Or did the light bulb finally come on? I would consider myself an organized, type A teacher. When you enter my classroom, students are quiet and working productively. During workshop time, students are participating in centers as a collaborative group working at a whisper volume. This works for me. It’s manageable and headache-free. The past couple years, I had teaching figured out. I knew what worked for me, what the district wanted, what my principals wanted to see, and overall what I could handle.

Then this year happened. I was handed a talented bunch. I have a large group of “TD” students (certified gifted). My rock solid plan was thrown to the wayside. It was not enough for them to just complete assignments and rotate to a new center. It wasn’t that I was tired of handing out 100%’s like it was candy, but I felt guilty each time. I knew I was not doing what these children needed. My teaching experience is deeply rooted in helping low achieving students. So, in my eyes I was wearing my training wheels with this group.

One day during a read aloud, it happened. My students were so engrossed in the contents of the book that they broke out into one of the most rewarding and deep discussions I had ever encountered with 8 year olds. I sat back. I listened. I watched. What was happening before my eyes was students taking over their learning; responding to one another- the kind of stuff you read about in magazines and see in textbooks. I remember pinching myself and saying, “This can’t be happening. I didn’t know this existed in REAL life!”

Since then, I GAVE UP CONTROL. As a Type A teacher let’s just say that decision is like climbing Mt. Everest on bitter cold, windy, “treacherous conditions” type of day. I threw out lesson plans. I threw out my routine. I threw out my experience. I became a student. They now owned the room. Risky, but well worth it.

From that point on, I allowed students to tell me what they needed, what direction they wanted to go, how they wanted to learn a topic, etc. As soon as I began listening, they began teaching me. I raced around town to various library branches to get enough copies of Helen Keller written by different authors so that they could compare/contrast the author’s point of view; my book clubs became student-led; accountability procedures were created through a class meeting; homework assignments entered my email inbox by 8pm nightly to save paper, spelling headaches, and OCD handwriting breakdowns; projects included a PowerPoint presentation at every turn; assignment rubrics devised by table captains collectively deciding what was important to showcase and how; students took over the Smart Board to model note-taking during direct instruction; and the list continues. Here are a few pictures of students running homework check-in. They knew the drill and held each other accountable. They don’t want to let their peer down when their name gets highlighted for a missing assignment (why didn’t I start this earlier?).

I no longer teach in the front, I teach at the back. I facilitate learning as students lead themselves down the path. The longest I have taught is 20 min. I kind of miss it. But I know I just have to get them started, step back, and check in every so often. They.Got.This.

Whew!!! It’s a really scary feeling. Some days I wonder why I bother showing up at all. I mean, do they really need me anyway? I don’t think so! But, I do because I love to watch them learn and grow.

During my latest observation, my Assistant Principal commented on how my students naturally assigned each other roles (note taker, peacemaker, lead speaker, etc) and began working through word problems without missing a beat. Students utilized multiple strategies and discussed their reason for choosing a particular method with the group. They nodded in agreement and celebrated more efficient ways to solve. Here I was, walking around, and here they were teaching and learning. I know it has taken all year to get to this point, but it’s like I’ve climbed a mountain and am turning around to see what I have accomplished. But, I know it wasn’t me. IT WAS THEM. I just had enough sense to allow them to grow. Thank god for that!

Many teachers say they are so amazed at my students. They we well-behaved, intrinsically motivated, and create thinkers. They are leaders. They are teachers. I am so excited to see what professions these amazing young people take on as they age. No matter what job they have or create they will be the best at it. They know how to think and communicate, what more could you want for a child?

Don’t just think outside of the box; BE OUTSIDE OF THE BOX!

Ms. Schultek’s class of 2012-2013, my hat goes off to you!

How have your students taught you a lesson?

About the author, Gretchen

I am a teacher trainer and coach. Working elbow to elbow with teachers and teacher leaders to ensure instructional proficiency and student achievement soar lights me up. We have a real need in our nation for strong educators to remain in the field. My blog, book, podcast, courses and instructional materials are geared towards empowering teachers (and those that lead them) to receive the support needed to grow and thrive today, tomorrow and always.

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